Minnesota K-12AcademicStandardsin Mathematics April14,2007Revision

Minnesota K-12 Academic Standards in

Mathematics

April 14, 2007 Revision

Sorted by Grade Level

DRAFT

Strand

Minnesota K-12 Academic Standards in Mathematics

Standard

No.

0.1.1.1

DRAFT

Benchmark

Recognize that a number can be used to represent how many

objects are in a set or to represent the position of an object in

a sequence.

For example: Count students standing in a circle and count the same

students after they take their seats. Recognize that this rearrangement does

not change the total number. Also recognize that rearrangement typically

changes the order in which students are counted.

Read, write, and represent whole numbers from 0 to at least

31. Representations may include numerals, pictures, real

Understand the

relationship

objects and picture graphs, spoken words, and manipulatives

between quantities 0.1.1.2 such as connecting cubes.

and whole

For example: Represent the number of students taking hot lunch with tally

numbers up to 31.

marks.

Number &

Operation

0.1.1.3

Count, with and without objects, forward and backward to at

least 20.

0.1.1.4 Find a number that is 1 more or 1 less than a given number.

Compare and order whole numbers, with and without objects,

0.1.1.5 from 0 to 20.

For example: Put the number cards 7, 3, 19 and 12 in numerical order.

K

Use objects and

pictures to

represent

situations

involving

combining and

separating.

0.1.2.1

0.1.2.2

Use objects and draw pictures to find the sums and

differences of numbers between 0 and 10.

Compose and decompose numbers up to 10 with objects and

pictures.

For example: A group of 7 objects can be decomposed as 5 and 2 objects,

or 3 and 2 and 2, or 6 and 1.

Identify, create, complete, and extend simple patterns using

Recognize, create,

shape, color, size, number, sounds and movements. Patterns

Algebra complete, and

0.2.1.1

may be repeating, growing or shrinking such as ABB, ABB,

extend patterns.

ABB or ¡ñ,¡ñ¡ñ,¡ñ¡ñ¡ñ.

Recognize basic two- and three-dimensional shapes such as

0.3.1.1 squares, circles, triangles, rectangles, trapezoids, hexagons,

Recognize and

cubes, cones, cylinders and spheres.

sort basic twoSort objects using characteristics such as shape, size, color

0.3.1.2

and threeand thickness.

Geometry &

dimensional

Use basic shapes and spatial reasoning to model objects in the

Measurement

shapes; use them

real-world.

to model real0.3.1.3 For example: A cylinder can be used to model a can of soup.

world objects.

Another example: Find as many rectangles as you can in your classroom.

Record the rectangles you found by making drawings.

Page 2 of 42

Sorted by Grade

April 14, 2007

DRAFT

Strand

Minnesota K-12 Academic Standards in Mathematics

Standard

Compare and

order objects

Geometry & according to

K

Measurement location and

measurable

attributes.

No.

DRAFT

Benchmark

Use words to compare objects according to length, size,

weight and position.

0.3.2.1 For example: Use same, lighter, longer, above, between and next to.

Another example: Identify objects that are near your desk and objects that

are in front of it. Explain why there may be some objects in both groups.

0.3.2.2

1.1.1.1

Order 2 or 3 objects using measurable attributes, such as

length and weight.

Use place value to describe whole numbers between 10 and

100 in terms of groups of tens and ones.

For example: Recognize the numbers 11 to 19 as one group of ten and a

particular number of ones.

Read, write and represent whole numbers up to 120.

Representations may include numerals, addition and

1.1.1.2

subtraction, pictures, tally marks, number lines and

manipulatives, such as bundles of sticks and base 10 blocks.

Count, compare

Count, with and without objects, forward and backward from

1.1.1.3

and represent

any given number up to 120.

whole numbers up

Find a number that is 10 more or 10 less than a given number.

Number &

to 120, with an

Operation

1.1.1.4

emphasis on

For example: Using a hundred grid, find the number that is 10 more than

27.

groups of tens and

ones.

1.1.1.5 Compare and order whole numbers up to 100.

Use words to describe the relative size of numbers.

1.1.1.6

For example: Use the words equal to, not equal to, more than, less than,

fewer than, is about, and is nearly to describe numbers.

1

1.1.1.7

Use counting and comparison skills to create and analyze bar

graphs and tally charts.

For example: Make a bar graph of students' birthday months and count to

compare the number in each month.

Use words, pictures, objects, length-based models

Use a variety of

(connecting cubes), numerals and number lines to model and

models and

1.1.2.1

solve addition and subtraction problems in part-part-total,

strategies to solve

adding to, taking away from and comparing situations.

addition and

Number &

Compose and decompose numbers up to 12 with an emphasis

subtraction

Operation

problems in real- 1.1.2.2 on making ten.

world and

For example: Given 3 blocks, 7 more blocks are needed to make 10.

mathematical

Recognize the relationship between counting and addition and

1.1.2.3

contexts.

subtraction. Skip count by 2s, 5s, and 10s.

Create simple patterns using objects, pictures, numbers and

rules. Identify possible rules to complete or extend patterns.

Recognize and

Patterns may be repeating, growing or shrinking. Calculators

create patterns;

Algebra

1.2.1.1 can be used to create and explore patterns.

use rules to

describe patterns.

For example: Describe rules that can be used to extend the pattern 2, 4, 6,

8,
,
,
and complete the pattern 33, 43,
, 63,
, 83 or 20,
,
, 17.

Page 3 of 42

Sorted by Grade

April 14, 2007

DRAFT

Strand

Minnesota K-12 Academic Standards in Mathematics

Standard

No.

DRAFT

Benchmark

Represent real-world situations involving addition and

subtraction basic facts, using objects and number sentences.

1.2.2.1

Algebra

Determine if equations involving addition and subtraction are

Use number

true.

sentences

For example: Determine if the following number sentences are true or false

involving addition

1.2.2.2

and subtraction

7=7

basic facts to

7=8¨C1

represent and

5+2=2+5

4 + 1 = 5 + 2.

solve real-world

Use number sense and models of addition and subtraction,

and mathematical

such as objects and number lines, to identify the missing

problems; create

number in an equation such as:

real-world

1.2.2.3

situations

2+4=


corresponding to

3+
=7

number sentences.

5 =
¨C 3.

1.2.2.4

1

For example: One way to represent the number of toys that a child has left

after giving away 4 of 6 toys is to begin with a stack of 6 connecting cubes

and then break off 4 cubes.

Use addition or subtraction basic facts to represent a given

problem situation using a number sentence.

For example: 5 + 3 = 8 could be used to represent a situation in which 5 red

balloons are combined with 3 blue balloons to make 8 total balloons.

Describe characteristics of two- and three-dimensional

objects, such as triangles, squares, rectangles, circles,

1.3.1.1 rectangular prisms, cylinders, cones and spheres.

Describe

For example: Triangles have three sides and cubes have eight vertices

characteristics of

(corners).

basic shapes. Use

Compose

(combine) and decompose (take apart) two- and

basic shapes to

three-dimensional

figures such as triangles, squares,

compose and

rectangles, circles, rectangular prisms and cylinders.

decompose other

objects in various 1.3.1.2 For example: Decompose a regular hexagon into 6 equilateral triangles;

Geometry &

contexts.

build prisms by stacking layers of cubes; model an ice cream cone by

Measurement

composing a cone and half of a sphere.

Another example: Use a drawing program to find shapes that can be made

with a rectangle and a triangle.

Use basic

concepts of

Measure the length of an object in terms of multiple copies of

measurement in

another object.

real-world and

1.3.2.1

mathematical

For example: Measure a table by placing paper clips end-to-end and

situations

counting.

involving length,

time and money.

Page 4 of 42

Sorted by Grade

April 14, 2007

DRAFT

DRAFT

Minnesota K-12 Academic Standards in Mathematics

Strand

Standard

No.

Use basic

1.3.2.2

concepts of

measurement in

Geometry & real-world and

1

Measurement mathematical

1.3.2.3

situations

involving length,

time and money.

Benchmark

Tell time to the hour and half-hour.

Identify pennies, nickels and dimes and find the value of a

group of these coins, up to one dollar.

Read, write and represent whole numbers up to 1000.

Representations may include numerals, addition, subtraction,

2.1.1.1

multiplication, words, pictures, tally marks, number lines and

manipulatives, such as bundles of sticks and base 10 blocks.

Use place value to describe whole numbers between 10 and

1000 in terms of groups of hundreds, tens and ones. Know

2.1.1.2 that 100 is ten groups of 10, and 1000 is ten groups of 100.

For example: Writing 853 is a shorter way of writing

8 hundreds + 5 tens + 3 ones.

Compare and

Find 10 more or 10 less than any given three-digit number.

represent whole

Find 100 more or 100 less than any given three-digit number.

2.1.1.3

numbers up to

For example: Find the number that is 10 less than 382 and the number that

1000, with an

is 100 more than 382.

emphasis on place

Round

numbers up to the nearest 10 and 100 and round

value.

numbers down to the nearest 10 and 100.

2.1.1.4

For example: If there are 17 students in the class and granola bars come 10

to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for

everyone.

2

Number &

Operation

2.1.1.5 Compare and order whole numbers up to 1000.

2.1.1.6

Use addition and subtraction to create and obtain information

from tables, bar graphs and tally charts.

Use strategies to generate addition and subtraction facts

Demonstrate

including making tens, fact families, doubles plus or minus

mastery of

one, counting on, counting back, and the commutative and

addition and

associative properties. Use the relationship between addition

subtraction basic 2.1.2.1 and subtraction to generate basic facts.

facts; add and

For example: Use the associative property to make ten when adding

subtract one- and

two-digit numbers

5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13.

in real-world and

mathematical

Demonstrate fluency with basic addition facts and related

2.1.2.2

problems.

subtraction facts.

Demonstrate

mastery of

addition and

Page 5 of 42

Estimate sums and differences up to 100.

2.1.2.3

For example: Know that 23 + 48 is about 70.

Sorted by Grade

April 14, 2007

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